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Please use this identifier to cite or link to this item: https://hdl.handle.net/2445/215070
The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension
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Emotional Intelligence (EI) is considered a fundamental variable for a person’s adequate psychosocial adjustment. In education, its importance transcends the level of interpersonal relationships, and has been proposed as a variable that somehow influences academic performance, although there is controversy about whether its effect is direct or, rather, an intermediate variable. The present research analyses, from a sample of 327 students (52.6% female and mean age = 14.5), therelationship of EI with respect to the knowledge and management of oral communication and reading meta-comprehension strategies, which should directly affect different educational outcomes. In order to assess both the direct and indirect effects of these variables, a Partial Least Squares Structural Equation Modelling (PLS-SEM) approach has been proposed, due to its versatility and the possibility of jointly analysing reflective and formative measures. The results show that EI indirectly affects reading self-concept and reading comprehension, as it is involved in the management and handling of both effective oral communication and reading meta-comprehension strategies.
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ONDÉ, D., et al. The Role of Emotional Intelligence, Meta-Comprehension Knowledge and Oral Communication on Reading Self-Concept and Reading Comprehension. Education Sciences. 2023. Vol. 13, num. 12, pags. 1249. [consulted: 6 of October of 2026]. Available at: https://hdl.handle.net/2445/215070